Introduction: The literature suggests that the use of creative methods (e.g., art, theatre, and music) in the care of older people can promote interactions and positive experiences. However, there are no studies that have explored the perspectives of nursing programmes internationally regarding their inclusion in the curriculum. Therefore, to expand knowledge from a multinational perspective, this study explored (a) the views and perceptions and (b) the potential barriers to the inclusion of creative approaches in nursing education in the development of competences for the care of people with dementia. Methods: A qualitative descriptive study according to the Consolidated criteria for Reporting Qualitative research checklist. Semi-structured face-to-face and focus group interviews with a purposive sample of 79 participants in four countries (Finland, Greece, Italy, and the Netherlands). Participants were nursing students (n = 32), educators/professors (n = 17), healthcare professionals (n = 13), family members (n = 8), policy makers (n = 6), and people with dementia (n = 3). The interviews were transcribed verbatim and analyzed using thematic analysis. Results: Views, perceptions, and barriers/advantages related to creative approaches were summarised into four themes: (a) Being already familiar with creative approaches; (b) Perceiving their potentialities; (c) Bolstering the personalised approach in nursing education; and (d) Ensuring preparedness and support. Conclusions: The inclusion of creative approaches in nursing education appears to be both mature and desired by stakeholders at the international level, given their diverse potentialities. These approaches are also seen as an excellent way to improve the teaching of personalised care. However, resources as well as a particular attitude and the ability of professors to act as role models are required.
